COMM211 PAPER 2 - Wang 1 Sasha Wang 52025890 COMM 211.008...

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Wang 1 Sasha Wang 52025890 COMM 211.008 Michael Traugott GSI- Hoon Lee March 19, 2008 Second Paper Assignment: “Faulty memory may explain bad grades” Allison Doe (MSNBC.com) “Working memory and short-term sentence recall in young children” Alloway and Gathercole Practitioner Review: Short-term and working memory impairments in neurodevelopmental disorders: diagnosis and remedial support ” Alloway and Gathercole Center for Working Memory and Learning ” ( http://www.york.ac.uk/res/wml/TPA.htm )
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Wang 2 MEMO Ms. Doe, The topic of your draft, “Faulty memory may explain bad grades” will be of much interest to our readers. I want this article to descriptively explain the scientifically reported relationship between adolescent working memory and academic learning and performance. I am going to ask that you reexamine your source materials; especially the research study, “Working memory and short-term sentence recall in young children” done by Alloway and Gathercole. Please rewrite an article that publicizes the study’s conceptual hypothesis, operationalization, possible biases, flaws of the laboratory setting, the extent of reliability shown by correlation tests, face validity, and how the criteria for establishing causality was not fully met. As of now, your article discusses only your interpretation of the experiment and fails to explain what actually happened in it. Delineating the procedures of the study as well as its pros and cons will give readers insight on the accuracies and inaccuracies of this social science experiment’s conclusions about their children. Alloway and Gathercole hypothesized that phonological memory (independent variable), affects short- term sentence recall (dependent variable). Conditional variables such as the serial positions of words and sentence lengths would strengthen this relationship. To operationalize and form an average standardized score for phonological memory, 194 children, (97 boys and 97 girls aged between four and five years), from state primary schools in an urban area in North-East England were used as a sample population. They were assessed by the digit recall and word recall tests from the Working Memory Test Battery for Children (Pickering and Gathercole, 2001) and the Children’s Test of Nonword Repetition (Gathercole and Baddeley, 1996). These scores were then combined to form a composite score. An average standardized score for nonverbal intelligence was then created by having the 194 children be assessed by two subtests of the performance scales of the Wechsler Preschool and Primary Scale of Intelligence-Revised: the Block design and the Object assembly (Wechsler, 1990); the average
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COMM211 PAPER 2 - Wang 1 Sasha Wang 52025890 COMM 211.008...

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